D.C. charter board receives 5 applications to open new schools

The DC Public Charter School Board revealed yesterday that it has received five applications to open new schools at the start of the 2022-to-2023 school term.

The first applicant, Capital Experience Lab PCS, came before the board last year. I thought it should have been approved by the board. Here’s what I wrote then:

“The presentations by the new applicants were fascinating. Right out of the gate I’ll wager the entire pot on the Capital Experience Lab PCS being given the green light. Sometimes new bids for charters have an alignment in components that cannot be stopped and this is the case with this school. The support from CityBridge Education combined with Friendship PCS’s CEO Patricia Brantley as a board member and the selection of Lanette Dailey-Reese as head of school present a powerful foundation. I hope you remember Ms. Dailey-Reese as the highly impressive individual who almost single-handily saved City Arts and Prep PCS from closure. This mission of the CAPX LAB around utilizing the wealth of resources present in the nation’s capital as its classroom cannot be topped.”

Ms. Dailey-Reese reprises her role as executive director and Patricia Brantley remains a board member. It would be a sixth grade through ninth grade charter that hopes to locate in Ward 2 or Ward 6 with a total of 622 students at full capacity. As a reminder, this is the applicant that wants to integrate Washington, D.C.’s rich presence of cultural institutions into its pedagogy.

Wildflower PCS would become a pre-Kindergarten through fifth grade charter that would create eight “micro” Montessori schools in Wards 5, 6, 7, and 8 instructing a total of 300 students. Now before you reject this application right off the bat due to its complexity, you need to know that there are Wildflower schools today in 13 states, with several localities having more than one school. These are teacher-led institutions supported by the Wildflower Foundation. The first Wildflower school opened in 2014.

I’m sure that the board will heavily scrutinize the relationship between the Wildflower Foundation and the individual schools, especially after the mixed track record out-of-town franchises have had in the District.

An application that has to be taken seriously is the one from Heru Academy PCS. The founders want to create a kindergarten through eighth grade school in Ward 7 or 8 that focuses on teaching children with emotional and physical disabilities. However, there are some red flags here. The application states that the school wants to open and expand to the fifth grade but the growth model in the document goes to grade eight. The narrative states that the school eventually wants to expand through high school. In addition, the charter board often does not like schools that start at kindergarten. Why not teach kids at pre-Kindergarten? There is also a foundation that sits above the school. Explanations will have to be provided around the structure.

Another strong bid is from Lotus PCS, which wants to become a pre-Kindergarten through eight grade school with 342 students in Wards 5 or 6. The mission of this charter is to close the academic and opportunity achievement gap. Lotus PCS would be the first school in the nation’s capital to be affiliated with Big Picture Learning, a network of 65 schools in the United States, with other facilities around the world. Lotus PCS is centered on an inclusion model of teaching that revolves around the way students learn.

Again, look for the DC PCSB to want information on Big Picture Learning and its relationship to the school to be opened in our city.

The fifth applicant is the M.E.C.C.A. Business Learning Institute PCS, an applicant that was rejected in 2018. But now the number of students the charter wants to enroll is tremendously different. Three years ago, the total size of the school reached 990 students in grades six through twelve. Now, the total count for this business education-based and vocational charter is just 175. I remember that the group did not impress me years ago and we will have to see if there is a much improved presentation in 2021.

This will be the first application cycle for new DC PCSB executive director Michelle Walker-Davis. Under her predecessor Scott Pearson the board only approved around 20 percent of those seeking to open new charters. Let’s sincerely hope that her support for school choice is stronger.

Former N.Y.C. Mayor Bloomberg calls for schools to re-open; time for D.C. to listen

Former New York City Mayor Michael Bloomberg had much to say on television a couple of days ago, according to the New York Post’s Lia Eustachewich, regarding the issue of whether schools should re-open in the face of the Covid-19 pandemic. She wrote:

“Former Big Apple Mayor Mike Bloomberg urged President Biden to ‘stand up’ to unions and tell teachers to ‘suck it up’ and return to in-person learning, calling virtual learning ‘a disgrace.’

The former Democratic presidential candidate sounded off on teachers’ resistance to the push to reopen schools amid the COVID-19 pandemic, calling on the president to push the prioritization of children’s wellbeing.

‘It’s time for Joe Biden to stand up and to say, the kids are the most important things, important players here,’ Bloomberg said Wednesday on MSNBC. ‘And the teachers just are going to have to suck it up and stand up and provide an education.’

He added, ‘Teachers say, “Well, I don’t want to go back because it’s dangerous.” We have a lot of city and state and federal employees who run risks, that’s part of the job. You run risks to help America, to help your state, to help your city, to help your family and there’s just no reason not to have the schools open.’

Slamming virtual learning as ‘a joke — worse than a joke,’ the billionaire philanthropist said the remote instruction hurts ‘poor people’ the most.

‘Poor people don’t have iPads, they don’t have WiFi, they don’t have somebody at home to sit during the day and force the child to pay attention and without that, the virtual learning just does not exist,’ he said.”

Mr. Bloomberg urged Mr. Biden to fight back against the teachers’ unions.

Battle the teachers’ unions is exactly what the former Mayor did during his twelve years leading New York City. His brave work in making it possible to fire bad traditional school teachers, in creating charter schools, and strengthening the professional training of those in the education field are perfectly documented in Joel Klein’s excellent 2014 book entitled Lessons of Hope: How to Fix Our Schools.

The words above are the Michael Bloomberg I remember. The one that went to work each and every day trying to improve the lives of his citizens. He brought tremendous prosperity to the place my family loves in almost every area in which he could have influence.

His campaign for President was disappointing in that it appears he got tied up in following liberal talking points in order to try and win the Democratic nomination. He also had difficulty expressing his past accomplishments. But now apparently he is back telling it like it is.

In an editorial Mr. Bloomberg wrote at the end of January he observed:

“Early research suggests sharply reduced learning gains; widening racial disparities in achievement; and an eruption of anxiety, loneliness, depression and other mental-health afflictions among students isolated from their peers and stuck at home. Some districts have seen a rash of suicides. Education analysts warn that the long-term consequences — for disadvantaged kids, for racial equity, even for America’s global competitiveness — could be disastrous.

In short, getting kids back into classrooms should be a national priority. More local leaders are recognizing that, but in some cases, districts have tried to reopen, only to be stymied by unions. In Chicago — which has one of the country’s largest school systems, and where more than 75% of students are economically disadvantaged — the union has simply defied the city’s reopening plans. In Montclair, New Jersey, the local union is blocking even two-day-a-week instruction. In Fairfax County, Virginia, the union got teachers moved to the front of the line for vaccines — and then decided that in-class instruction shouldn’t resume until vaccinations were ready for students. No vaccines are currently authorized for those under age 16.”

As teachers receive the vaccine in the nation’s capital we have reached a point where both charters and regular schools need to figure out how to safely open to our children.

We cannot let disparities in public education opportunity continue in the nation’s capital

The Washington Post’s Perry Stein wrote in her newspaper yesterday that efforts to bring students back to in-person learning in the District are demonstrating an uneven response depending upon where families live:

“The partial reopening is a relief to families of all incomes, but the mismatch across the city has teachers and parents questioning whether the city should be pouring resources during the pandemic into an in-person learning program that White students are disproportionately enrolling in. . . In D.C., families in the poorest ward rejected offers for an elementary school spot a twice the rate of families in the wealthiest one.”

However, because pupils in the city are predominately Black or Hispanic, Mr. Stein points out that “most students returning are students of color.”

Here are some other interesting demographic statistics from the piece:

“Of the elementary students expected to return to classrooms, 60 percent are homeless, learning English as a second language, receiving special education services or designated as at-risk, which means they are in foster care or their families qualify for public assistance. At the middle and high school level, 70 percent of students fall into one of these categories.

White children, who make up 16 percent of the D.C. school system’s population, are a minority of the total number of students expected to return to classrooms — 28 percent of the 6,300 children at the prekindergarten and elementary level, according to city data — but a larger percentage of them chose in-person learning.

As a result, some campuses in the wealthiest neighborhoods have most of their students — hundreds of children — returning. And on the other side of the Anacostia River, some schools have just a couple dozen students listed.”

So far, the Post reporter states that 9,200 pupils have committed to returning to the traditional schools out of a total allotment of 15,000 spaces. There are approximately 50,927 students currently enrolled in DCPS, which is operated by the Mayor but is publicly funded.

The decision as to whether to send a child back to school is complicated depending on safety concerns, childcare arrangements, and other parental responsibilities such as a job. In addition, the traditional school system is not offering after-care.

Also, returning to in-person school is not a all-or-nothing proposition. The high school student I tutor through the Latino Student Fund can return to Woodrow Wilson High School beginning Monday, but that is only for two days a week. He must balance going back with helping the family take care of other siblings.

To make maters more confusing, as if all of this was not confusing enough, according to Ms. Stein, “every school has a different reopening plan.”

When this mess is over we really have to solve the inequities of education opportunity across this town. I’ve argued for decades that the most powerful solution for reaching this goal to to turn all schools into charters. If the regular schools can have different reopening plans then they can have different curriculum, different hours, different schedules, different personnel rules and responsibilities.

Since this is now 2021, and one of my New Year’s resolutions has been to increase my flexibility, I’ll allow that under the new plan some of the previously designated neighborhood schools will be able to remain open for enrollment to anyone who wants to attend them in the community. But as far as the hierarchical structure of these institutions, I draw a red bright line. They are all to be independently managed and reporting to a board of directors.

The pandemic has cost minorities tremendously regarding illness and death. This was all predictable based upon the tremendous achievement gap between affluent and poor in Washington D.C., which is an echo of the gap in the social determinants of health.

Our community has suffered enough. Time for a change. Do something. Don’t just sit there.

Let’s together change the model of schooling after this series of traumatic events. We can follow the precedent established by New Orleans after the Hurricane Katrina. There public schools reopened as charters. We have the example. Now let’s implement.

D.C. traditional schools may open on Monday; charters wait

The Washington Post’s Perry Stein reported yesterday that the Washington Teachers’ Union has thrown a roadblock in the plans of the traditional schools in the nation’s capital to open Monday to about 8,000 pupils. The attendance level represents approximately 15.7 percent of all students enrolled in DCPS, which is operated by the Mayor but is publicly funded.

Ms. Stein describes the move by the union this way:

“The union alleges the District has not met all safety guidelines outlined in the agreement signed last month, and it also says the city needs to share more school-specific data on the number of students returning to campuses. The union fears the city is calling for more teachers to return than necessary. Under the agreement, schools that do not adhere to the guidelines that cover safety and staffing issues are not allowed to reopen.”

Apparently, the matter now goes to arbitration. The Chancellor of DCPS, Lewis Ferebee, is not buying the union’s argument. According to the Post, Mr. Ferebee responded:

“We have spent many months and millions of dollars to prepare. . . We know our students are ready, we know our buildings are ready, and we know our staff is ready and efforts to reopen schools on Monday will continue as planned.”

With DCPS planning on returning such a small percentage of children to in-classroom learning, I’m not sure this really meets the definition of opening, which Mayor Muriel Bowser has stated emphatically the regular schools must do.

Meanwhile, the city’s charter schools that educate about 43,485 students, or 46 percent of all those that attend public schools, are waiting the pandemic out. Ms. Stein informed us the other day that many are planning on re-opening in late February or March as more staff become vaccinated against Covid-19 and the number of people who have the virus begins to decrease. The Washington Post staff member added that 2,505 scholars received some in-classroom education in January, which, if we apply the same standard that DCPS is using, may mean that the sector has re-opened.

Commented Raymond Weeden, the Thurgood Marshall Academy PCS executive director, to Ms. Stein about the plans of his school, “I don’t think we have the staffing, and I don’t think we have the family appetite to pull it off.”

I have purposely stayed out the re-opening debate. My experience working in a hospital has taught me over the past ten months that concerns around safety mean we have to take this virus extremely seriously. I’ve seen how easily it can spread, and there is a growing concern by many that as this crisis has gone on people are lowering their guard due to fatigue with the protective measures that we have all been taught to practice.

I’m proud that D.C.’s charters are taking their time to protect their students and staff, and I’m confident that during this period these 66 schools on 128 campuses are providing exceptionally high quality virtual instruction.

D.C. charter schools turn to city for help in re-opening

I have such mixed feelings about District of Columbia schools re-opening in the midst of this pandemic. Working in healthcare, I see the highly contagious nature of Covid-19. In addition, my wife and I have a grandson going through the distance learning experience with Montgomery County public schools. It has been difficult for us because we have had to severely limit our social interactions with our family, and it has been challenging for our daughter and her husband with two young kids at home.

However, the situation has not been nearly as devastating as it has been for so many people across the United States and world. In this environment, I do not think there is any one answer for re-opening our schools. While this is an important goal, especially for those students living in poverty or who have special needs, we cannot put the health and safety of our community at risk. I write this with the knowledge that some charters have brought a limited number of its scholars back to school for in-person learning.

Towards the aim of bringing all children back to the classroom, the DC Charter School Alliance issued a press release yesterday, signed by 70 charter leaders, calling on the city to provide resources for placing medical professionals in schools, guidance around public health procedures, and mechanisms for performing coronavirus testing of pupils and adults. I am not sure about the rationale for such a document. In the past, when charter schools needed to accomplish a common goal, they would take the initiative and figure it out themselves. It is a clear indicator about how murky the current situation is that the Alliance is not able to work with these schools to devise and implement uniform recommended operating procedures.

The editors of the Washington Post have called for a concerted effort to re-open schools. They write:

“There needs to be more urgency in getting students back in the classroom. If grocery stores and hair salons and gyms and restaurants can adapt, why is there not similar impetus to get children back to school in a way that is safe for them and their teachers?”

Grocery stores have adopted by offering more delivery and the ability to pick up orders curbside. Hair salons, gyms, and restaurants have severely reduced the number of people who can be utilize these services at one time while implementing personal protective equipment protocols. Statements like the one by the Post editors offering simple recipes to what ails us now do not help.

I tutor a middle school student on-line through the Latino Student Fund. She attends the National Cathedral School. Last Monday, NCS started bringing its students back for alternating weeks learning in person and remotely. Perhaps we can gain insight from their example as to how to do this with the best interest of everyone in mind.

5 year D.C. charter school movement secret revealed

Former DC Public Charter School Board executive director Scott Pearson penned an article in the online journal Education Next entitled “5 Things We Learned in D.C. About How to Advance Charter Schools.” In the piece Mr. Pearson answers a question that has haunted the movement since 2015. That spring he wrote a commentary co-authored with Skip McCoy, the DC PCSB chair at the time, that made the argument that the balance between the number of children attending charters compared to DCPS “is about right.”

The editorial sent a shockwave through the local charter school movement. Leaders could not understand why such an argument would be made, especially at this moment in history, by the two people who were supposed to be the city’s strongest charter school advocates. As charters were growing at a record pace school choice supporters were looking forward to the day when the majority of students in the nation’s capital would be enrolled in these alternative schools. The thought was that the shift in the demographics between the two sectors would bring more resources to charters in the areas of funding and facilities, as well as provide a quality education to thousands of pupils who had been left behind for decades by the regular schools.

Now, a couple of months after stepping down from his position at the charter board, Mr. Pearson offers his rationale for the action he took and I warn you that it is not pretty. Under a section labeled “Remove the Existential Angst” he writes:

“In 2012 D.C. charters served 41% of pupils, up from 25% ten years earlier. With share growth of two to three percentage points each year it was simple to forecast that a generation hence DCPS would be reduced to a tiny remnant—or eliminated entirely. For some national charter school theorists, this was the goal, an extreme position in an active national debate about the ‘end state’ of charter schools.

In D.C., though, this possibility raised the political temperature tremendously.

It turned out most people in D.C. supported both charters and DCPS. Many families had children in both sectors. Many city elders were proud DCPS alumni. And, significantly, DCPS, under Michelle Rhee and Kaya Henderson’s leadership, was turning around, embracing core ed reform principles. Few Washingtonians wanted to see DCPS cast into the dustbin of history. As long as this was the looming future, any decision we made about approving new schools or new school growth was seen through this apocalyptic lens.

So I, along with my board chair, penned an op-ed in the Washington Post arguing that ‘the balance we have, with a thriving public charter sector and strong traditional schools, is about right.’ We didn’t impose caps to maintain this balance. But by closing low-performing schools, only letting high-performing schools grow, and approving only the strongest new applicants, we kept our market share below 50%.

Did this win over everyone? No. But it ensured that the mayor remained a strong charter supporter. It kept any discussion of limiting charter growth off the city council agenda. And it kept the average D.C. resident broadly comfortable with an education reform movement supportive of both sectors.”

In other words, Mr. Pearson’s and Mr. McCoy’s motive behind their polemic was purely political. They reasoned that by closing lower performing schools, severely restricting the ability of existing charters to replicate and expand, and blocking the approval of new charter school applicants, they could drive the proportion of students attending charters to remain under fifty percent of the total number of public school students enrolled, thereby making the movement more palatable to elected officials and other citizens.

I have spent thousands of words arguing that the DC PCSB has made it too difficult to open new schools and allow existing schools to add additional students. Now I understand completely why nothing was done to reverse the situation. But the explanation makes me severely depressed. The outcome of the strategy set by Mr. Pearson was that students were blocked from attending charters who could have greatly benefited from access to these schools.

In addition, the plan did not work. In the “Crossing the Chasm Isn’t Enough” final section of the Education Next blog post Mr. Pearson admits that the District’s charters are facing resistance like never before:

“But the rise of white progressive politics in the city, in combination with a somewhat re-energized union movement, has left our schools fighting attacks on multiple fronts–and often losing. We lost last year when the City Council regulated suspensions and expulsions. And we lost this year when the City Council mandated open charter-school governing-board meetings. We know there is more waiting in the wings – limits to growth, teacher representatives on charter boards, efforts to control our spending and our curricula.”


The sad conclusion is that Mr. Pearson’s effort to placate the public has backfired. The only true outcome of purposely stalling charter expansion has been reduce the number of kids attending charters in the nation’s capital.

How did D.C. do after first week of school? Cannot tell based on Washington Post report

Last Sunday, the Washington Post’s Perry Stein wrote an article purported to illustrate what parents, students, and teachers experienced during the first week of the new school year in the District of Columbia. She began:

“One week into the academic year, the District’s school system is still struggling to meet its projected enrollment numbers and to deliver technology to some of its hardest-to-reach students. But teachers and parents also say that each day, remote learning in the nation’s capital is improving. Technology troubles are becoming less frequent, more students are showing up to virtual classes, and everyone is becoming more adept at using unfamiliar computer platforms.”

The only problem with her claims is that the lengthy report did not mention one charter school by name. In fact, readers would have no idea that there was another public school sector that teaches 46 percent of all pupils in the city. On this particular day, she left out the accounts of 43,485 students. It is as if the newspaper went back in time to 1995, the year before the first charter opened here. In paragraph seven she even wrote, “D.C. Public Schools educate about 52,000 students.” The total of all those attending public schools is actually approaching one hundred thousand.

In a way, the story did remind me of twenty-five years ago when the traditional schools were crumbling physically and characterized by the frequent absence of professional instruction. Ms. Perry stated that the regular schools were not quite ready for school to start:

“The city’s biggest technological setback has come at the early-childhood level. The school system had wrongly predicted it would be able to get the youngest learners into school buildings a few days a week and did not plan to have virtual learning for them. When officials learned that school would be all virtual in late July, they ordered iPads for thousands of students, which have not yet arrived. They plan to distribute them in mid-September, with many prekindergarten students starting the school year with paper packets.

‘We placed the order later than we did the other technology,’ Deputy Mayor for Education Paul Kihn told residents at the town hall. ‘That is a problem of procurement.'” 

Really? I’m sorry, this was not a “problem of procurement.” It was a failure of planning. Since last spring, chances were never good that kids would be able to return to classrooms like before the pandemic hit. Allow me to remind you that it was before the advent of charters that children in DCPS often started the school year off without textbooks. This was one of the first things that Michelle Rhee corrected when she rode into our city.

There was one area of her article in which charter schools were referenced, but it was in an oblique way. The only teacher interviewed was Liz Koenig, who is identified as a “prekindergarten teacher at LaSalle-Backus Education Campus in Northeast Washington.” Ms. Koenig is known for teaming up with anti-charter school freelance writer Rachel Cohen in attacking the movement, specifically detailing her dismissal from Bridges PCS. This was the best source that Ms. Perry could find?

I will guarantee you that the first week was much different regarding charters. Technology issues aside, I am sure that each was ready to go on day one. But how would we know for sure? The education reporter for the Washington Post is pretending that we are living in a community in which school reform never happened.

Congress needs to immediately expand D.C. private school voucher program

As was written about yesterday, the Covid-19 pandemic is greatly exacerbating the gap in educational opportunities for the affluent compared to the poor. The new school year is rapidly coming towards us and with almost all public schools reverting to distance learning, families with the financial means to do so are figuring out alternative delivery methods for instructing their children. Some are creating pods of small groups of kids and then hiring a teacher to instruct them at participants’ homes. Others are having parents impart lessons to neighborhood boys and girls as an adjunct to the remote classrooms offered from their regular school. A taste of what is going on out there comes from the New York Times’ Melinda Wenner Moyer.

“Instead of hiring teachers, some families are hoping to share the teaching among the parents. Meredith Phillips, a mother of an 8-year-old and an 11-year-old who lives in Croton, N.Y., is hoping to create a pod with three other families this fall that will rotate houses. One of the dads, who owns a tech company, might teach coding, while Phillips, who is an editor, will teach reading and writing. The parents will ideally teach ‘whatever they’re good at, or know about or care about,’ Phillips said, and in doing so expose the kids to lots of different subjects.

Some families are pulling their kids out of school for these learning pods, while others are using pods as a supplement to their schools’ online curricula. ‘Ideally, from our perspective, it would be complementary, rather than a replacement,’ said Adam Davis, a pediatrician in San Francisco who is hoping to create a learning pod with a teacher or college-aged helper for his second grader and kindergartener in the fall.”

Other parents are enrolling their children in private schools that are able to open because of the small class sizes that they routinely provide.

The world of pods and private schools are simply unavailable for those who live in poverty, with one important exception. Since 2004, the District of Columbia has been home to the only national private school voucher program approved by Congress. Currently, about 1,700 low income pupils participate. Many more families would take advantage of the Opportunity Scholarship Program if funding beyond the current $17.5 million per year was allocated.

A tremendous focus of public education over the past several years has been equity for those at the lower end of the economic spectrum. The Black Lives Matter movement has placed a powder keg under this goal.

Everyone knows that distance learning is far from ideal. Families struggle mightily to have their children participate while they have to work. Basic human fairness means that alternatives to learning in front of a computer should be available to all no matter the income of the parents or the zip code in which they live.

Let’s call on Congress to immediately expand the D.C. Opportunity Scholarship Program.

Pandemic brings out inequity in public education like nothing we have ever seen

My oldest grandson is starting first grade in a few weeks in Montgomery County. He and his parents are terribly disappointed that he will not be returning in person to the school he fell in love with during the first part of his Kindergarten year. Like numerous others across the country, my daughter and her husband are struggling to balance work, remote learning, and care for a younger child.

When this is all over I have complete confidence that Oliver will be fine. But what I don’t know is what will happen to those without the means to provide financial security to their family. Covid-19 will be remembered for many things but the most significant I believe is the disparity in education it is highlighting between the haves and havenots.

In the spring the focus was on disadvantages for the poor when it comes to distance learning. Scores of homes lack adequate internet access and computer hardware. Add to this an overnight shift to online classes and the concomitant introduction of uneven instruction and you have a disaster for children that were already 60 academic achievement gap points behind their more affluent peers.

Now with school buildings still closed for the new term adults with means are figuring out alternative methods for educating their offspring. Some are enrolling their children in private schools, many with tuition of over twenty thousand dollars a year. Others are creating pods with other neighbors in which teachers are hired to work with a small number of pupils, while some are using adults to monitor time spent in front of laptops. Both scenarios carry heavy price tags. Yesterday, the Boston Globe featured one family who decided to take their daughter out of the local public school.

“Patricia Callan, who teaches writing at Salem State University, has pulled her 7-year-old daughter out of Beverly Public Schools to form a full-time home-schooling pod with three other families. She loves public schools, but as someone with hypertension and asthma that place her at higher risk of complications from the virus, she worried about her daughter bringing the virus home. The pod will provide her daughter with badly needed socialization and in-person learning, she said. During the spring, online schoolwork kept her daughter occupied for only an hour and half per day at most, Callan said.”

Today, the editors of the Washington Post decry the current situation.

“Everyone — parents, principals, teachers, government officials and the students themselves — desperately wants a return to the classroom. As Mr. Gregorich told The Post’s Eli Saslow in a wrenching account of the dilemma facing the Hayden Winkelman Unified School District, ‘These kids are hurting right now.’ Remote learning, which many schools turned to when they were forced to close in March, is a poor substitute for in-person instruction. Children need the social supports, interactions and friendships that come with attendance. ‘I get phone calls from families dealing with poverty issues, depression, loneliness, boredom,’ said Mr. Gregorich. ‘Some of these kids are out in the wilderness right now, and school is the best place for them.'”

Times such as these call for extraordinary action. So what are we in the nation’s capital to do? One approach is for nonprofits to assist in creating learning pods for at-risk youth. The Boston Globe described one founded by the Collaborative Parent Leadership Action Network, formed through a $235,000 donation from the Shlomo Fund. The DC Education Equity Fund, whose purpose is to bridge the digital divide for low income students, can expand its mission to provide support for learning at home.

We should all reach into our pockets to see how we can support those in our community who are hurting right now. With schools closed until at least November and likely beyond, we cannot turn our backs on those in our community who desperately need our help.

At-risk student admission preference in D.C. charter schools is a bad idea

I would be a fool to argue with my friend Daniela Anello, head of school for DC Bilingual PCS. However, the notion of a voluntary at-risk student preference for students applying to charter schools in the nation’s capital, which Ms. Anello supports according to the Washington Post’s Perry Stein, strikes me as the wrong way to go.

I completely understand the logic behind making this change. Some charters, such as Washington Latin PCS, Basis PCS, and other highly sought-after language immersion schools, enroll relatively low levels of students who are categorized as at-risk. If charter schools could reserve a percentage of their seats for at-risk students, the number thirty percent is being floated, then the diversity of the student body would increase and low-income students would gain access to a quality education therefore helping to narrow the achievement gap. It all makes sense, perhaps in the short-term.

However, the plan is not consistent with the tenets of school choice. Under the philosophy of an education marketplace that has provided the foundation for public education reform in the District for more than twenty five years, admission to charters is on a random basis through a lottery once a school has more applicants than seats. There are a few admission preferences that exist today. Siblings of already admitted students get offers to attend before other students and the same is true of children of school employees and those of founding board members, although there are numerical limits to the latter two. St. Colletta PCS gained approval in 2017 for a special education student preference. I learned today that a charter school may, with the prior approval of the DC PCSB, give an admission preference to active members of the armed forces.

The best way to ensure that charter schools are responsive to the needs of their customers, who are their parents and their students, is to ensure that their customers want to be in that school. Anything that alters the relationship of supply and demand diminishes the power of choice. If more affluent pupils gain access to a school because more numbers apply to get in, then this is only fair.

The way to accomplish having more at-risk children attend our charters is to build them where these kids live. How often have we heard the mantra repeated that we need to “meet kids where they are.” This is exactly the route taken by Two Rivers PCS, Lee Montessori PCS, Elsie Whitlow Stokes Community Freedom PCS and potentially the future location of the second Washington Latin campus.

The advantage of this route for teaching more low-income students is that charters begin to become more of a neighborhood school, something that people like me who favor an educational marketplace predicted would occur. Young people then attend school with those that live around them and transportation for parents becomes simpler. Picture here KIPP DC PCS, Friendship PCS, and DC Prep PCS, for example.

Some will make the case that my solution to teaching more at-risk pupils reduces diversity in the classroom. This may be true when measuring this trait by race. My hope is that we have moved past this method of classification.